In mathematics, the generation and validation of new knowledge frequently involves alternating between two major activities: (1) making generalizations; and (2) developing arguments. Engaging students in reasoning-and-proving is a challenging goal, but also an important one for deep learning and sense making in mathematics. In this article, the author presents an analytic framework that integrates several major constituent activities of reasoning-and-proving, and supports teachers to think in connected ways about pertinent mathematical, learning, and pedagogical issues. (Contains 4 figures.)